For Dewey, moral knowledge is a product of moral inquiry, so character education should add moral problem solving rather than teach fixed principles through example, reward, or punishment¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Dewey treats moral knowledge as dependent on the process of moral inquiry, meaning character education should provide opportunities to deliberate about core ethical values and apply critical evaluation in specific situations. → Xiangdong Liu 2014

Evidence¶

Xiangdong Liu 2014¶

Xiangdong Liu. (2014). The Problem of Character Education and Kohlberg's Moral Education: Critique from Dewey's Moral Deliberation. Philosophical Studies in Education 45. https://www.ovpes.org/

q1 · i? · theoretical · r2

Philosophical argument in the section on Dewey's view of character education: the article states that "moral knowledge depended on the process of moral inquiry" and draws the practical conclusion that character education should add moral problem solving. Theoretical, no data.

"To Dewey, moral knowledge depended on the process of moral inquiry. Therefore, character education should add more moral problem solving in their practice."

Discussion¶

Related Claims¶

• Character education is criticized for didacticism and de-emphasizing reflection and moral judgment, and Dewey's deliberation is proposed as a bridge between it and Kohlberg's approach — related
• Dewey rejects Kohlberg's fixed stage hierarchy: moral inquiry happens only in problematic situations where no single action seems morally justified, and must be repeated as concrete situations arise — related
• Dewey holds that virtues cannot be given fixed meanings because they express interests in changing objects and institutions, so virtues should be taught in relation to specific situations — related
• A meta-analysis of 55 studies found Kohlberg's dilemma discussion approach had a moderate to significant effect on moral education, and Just Community Schools provided a moral culture — related
• The relational taxonomy is argued to support values and moral education because fostering ego strength addresses the gap between moral reasoning and moral behavior — related
• Dewey grounds morality in everyday problems, making administrative practice chiefly an ethical undertaking resolved by reflective appraisal of competing values — related
• Ten developmental experiences are proposed as key mechanisms whereby settings influence character development — related
• International students expressed frustration at severe punishment for inappropriate citations, and the authors recommend education over pure punishment — a narrower finding that bears on this claim
• Reflective methods must be internalized as habit to operate in everyday moral choice, and internalization depends on supportive social arrangements — related
• Because many delinquent girls learned quickly and accurately, the article concludes moral defects must be partially explained on grounds other than inferior mentality — related